
AUDUESS BEFORE THE WILLISTON SEMINARY. 





































































































































































































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THE AMERICAN ACADEMIC SYSTEM DEFENDED. 


AN 


ADDRESS 


DELIVERED AT THE 


DEDICATION OF THE NEW HALL OF 


WIL LISTON SEMINARY, 

IN EASTHAMPTONj 

JANUARY 28, 1845. 

BY REV. EDWARD HITCHCOCK, LL. D. 

PRESIDENT OF AMHERST COLLEGE, AND PROFESSOR OF NATURAL THEOLOGY. 



PUBLISHED BY THE TRUSTEES. 


I 



^AMHERST: 

J. S. & C. A/) A MS, PRINTERS. 
1 S 4 5 . 







ADDRESS. 


Adaptation is the basis of nature’s chief harmonies. If we 
examine an individual plant, or animal, we find its parts all fit- 
ted to one another with admirable skill. There is no clashing 
between them ; no gap to be filled up ; no superfluous member 
to encumber the rest. We shall find too, that the organic be- 
ings in a particular district of the globe, are adapted to one an- 
other, so that a proper balance is preserved among them. 
Then too, there is a striking congruity between the animal or 
plant, and the medium in which it lives, and the food it requires, 
as well as the climate that is natural to it. How beautifully 
adapted, for instance, is the eye to light, and the ear and the 
lungs to an elastic atmosphere ! Nay, how obvious it is, that the 
motions of the heavenly bodies have reference to the wants and 
comfort of organic natures on the globe ; since these motions 
bring about the seasons and day and night, just in the proper 
time to accommodate those natures. In short, creation is but a 
series of harmonies, produced by adaptation, wheel within wheel 
in endless variety, yet all forming one vast and perfect machine. 
We do, indeed, sometimes meet with malformation or anomaly 
in a particular animal, or plant ; and how struck we are by it, 
just because it is so uncommon. 

If now we look at human society, we shall find that its ele- 
ments, so far as nature has prepared and adjusted them, exhibit 
the same wise adaptation. But in the actual working of the 
system, we shall observe not a few instances of clashing, inter- 
ference, and incongruity ; because men pervert and abuse na- 
ture ; or rather, because sin and ignorance have marred her fair 


4 


features, and thrown down her landmarks, and put bitter for 
sweet and darkness for light. In some countries you will see 
governments entirely unadapted to the genius of the people ; in 
others, gross superstitions keeping them in ignominious servitude 
to fear and fancy ; in others, religions most hostile to light and 
knowledge ; in others, systems of education which are better 
adapted to sink than to elevate the community ; in others, ab- 
surd customs, which mar and debase the human character. 
In China and Papal countries, for instance, there is education 
enough to produce a gradual elevation of the community : but 
it has no adaptedness to such a purpose ; and the public mind 
makes no advance. The Mahommedan religion inspires con- 
tempt for all infidels ; and the syllogism by which Omar was 
led to burn the famous Alexandrian library, has, for more than 
1200 years, shut up the Mahommedan mind in ignorance and 
self-conceit. “ If these books,” said he, “ agree with the Ko- 
ran, they are superfluous: if they disagree, they are pernicious 
and ought to be destroyed.” 

Probably in many cases the incongruous systems of religion, 
^government and education, to which men submit, and the ab- 
surd customs which they adopt, are supposed by themselves to 
$>e well adapted to their condition. They cannot conceive why 
•others should pity or ridicule them. They are in the condition 
of the queen of the Sandwich Islands, when those Islands began 
to emerge from barbarism, through the efforts of American 
missionaries. In that transition state, many most ludicrous 
mixtures of the savage and the civilized were exhibited. When 
the first horse and wagon were introduced, the queen, a person- 
age of most portly dimensions, took a fancy to exhibit herself in 
the new vehicle to her subjects, and in a European costume. 
Adorning herself with a white satin dress, and placing a chapeau 
bras upon her head, she took her seat upon the floor of the 
wagon, and made a tour among her people. Surely, the sight 
must have severely tried the risibles even of the sober mission- 
aries. Yet were the prayer of Robert Burns answered, 

“ Oh wad some power the giftie gie us. 

To see oursels as others see us,” 

I fear that some of the systems of education, and the customs 


and habits of civilized life, would appear as incongruous as this 
act of the island queen. 

Ladies and gentlemen, I fear that my introduction will appear 
quite as poorly adapted to the occasion, as the dress of the 
Sandwich Island monarch. For my chief objects are, to bring 
prominently before you the principle, that systems of education 
ought to be wisely suited to the character and condition of the 
people among whom they are introduced ; and then to proceed 
to show that the system of American Academies is well adapt- 
ed to the character, habits, and wants of this country : and fi- 
nally to point out some improvements which that system de- 
mands in its practical operation. 

My first position, that systems of education ought to be wisely 
adapted to the character and condition of the people among 
whom they are introduced, need not detain us long. I have, 
in fact, already referred to one or two examples most pertinent 
to its illustration. I have said, that in China, no mean efforts 
are made in the cause of education ; and though but compar- 
atively few of her teeming population are devoted to a literary 
life, yet the most powerful stimuli are applied to raise the 
standard of scholarship, by conferring public honors on those who 
pass a satisfactory examination, and disgrace upon those who 
fail ; and it may seem strange, that the minds thus stimulat- 
ed, should not find that there is an outside to the nut shell 
within which Chinese intellect has been shut up for countless 
centuries. We should suppose that these minds would form a 
leaven, that must produce some heavings above the dead low 
level of custom and prejudice. But it is not so: and the rea- 
son is, that their plan of education is entirely unadapted to pro- 
duce any advancement in human society ; and therfore, as we 
view it, entirely unadapted to human nature ; though in the 
view of the Chinese, this feature forms its chief glory. For two 
principles are so assiduously instilled into their minds from earli- 
est infancy, that they seem to them axioms, which are fatal to 
any progress. The one is, that every thing out of the empire 
is barbarism, and to be despised ; and the other, that custom is 
a sufficient reason for any course of conduct. To say nothing 
of other absurdities, these are sufficient to shut out forever the 
light of true science and religion from that vast empire, unless 


6 


the missionary can dethrone them from their supremacy over 
the mind and the heart. Some who hear me, probably recol- 
lect the Chinaman that accompanied Dr. Parker to this country 
a few years ago. He seemed highly intelligent, inquisitive, and 
shrewd, on all common subjects. But when a friend of mine 
enquired of him in public, why the Chinese practised such an 
absurdity as compressing the female foot, he replied, with per- 
fect sang froid , — “ it is the custom and seemed as well satis- 
fied with the answer as a mathematician would be with a dem- 
onstration of Euclid. 

The other example to which I referred, was that of education 
in papal countries. It is well known that in some of these, the 
means of education are by no means deficient. In some sec- 
tions of our country also, such as they are, they are abundant ; 
and the papists consider their literary seminaries as a most im- 
portant engine for spreading their peculiar system of religion. 
And indeed, in many respects their schools are models. In no 
schools are the pupils brought more directly under the influence 
and control of the teachers ; and this is done too, in such a quiet 
manner, and so apparently by religious' means, that usually the 
pupils feel unconstrained, and acquire a high regard and affec- 
tion for their teachers. Indeed, if the advancement of the pa- 
pal religion should be the grand object of education, this system 
is most admirably adapted for the purpose. But Protestants 
believe that the free developement of all the faculties in due 
proportion, and the means of examining all subjects impartially, 
in order to arrive at the truth, are the grand objects of educa- 
tion ; and when the system does not furnish the means for at- 
taining these objects, they regard it as fatally defective, Prot- 
estants intend that the pupils in their schools shall form their 
opinions, both in science and religion, from an intelligent exam- 
ination of the subjects. Catholics too, are willing that their 
pupils shall learn Mathematics, Latin, Greek, and Rhetoric: 
but who ever heard of such a thing in them, unless forced upon 
them, as a free discussion of such points as the circulation of 
the scriptures, the infallibility of the church and the Pope, 
the authority of councils and tradition, and the right of requir- 
ing attendance at the Confessional ? Such points are consider- 
ed as settled, and woe be to the youth who should attempt to 


7 


discuss them, or doubt them. If not driven from the seminary 
directly, he would soon find it so uncomfortable a place as to 
be glad to escape from it. In this country, indeed, papists are 
obliged to profess great friendship for public schools, and the 
circulation of the scriptures. Yet it is well known, that their 
secret feeling is the same as was openly expressed in early 
times, by a priest, when the Bible was beginning to be introduc- 
ed into England. “ Either we must root out the Bible,” said 
he, “ or the Bible will root us out.” 

With all his outlay, then, for education, the system of the 
papist is partial, and only those subjects are introduced, which 
will not throw any light, and have scarcely no bearing, upon the 
Catholic religion. And facts show that with a few exceptions, 
the system does not produce scholars of enlarged and liberal 
views ; nor does it elevate the great mass of the community : — 
a point of prime importance in any system in a free country 
like ours ; — in any system, indeed, in the nineteenth century. 
Admirably, therefore, as the system is adapted to sustain Holy 
alliances, the divine right of kings, and the supremacy and in- 
fallibility of Mother Church, it is utterly unadapted to this free 
Protestant country, as well as to this age. 

I might proceed to show, that even when a system of educa- 
tion is good in its essential features, it requires modification to 
adapt it to different governments, and habits of thinking, in 
order that it should be most successful. And I might quote 
some systems, which, though they work well in Europe, cannot 
succeed in this country. But perhaps the discussion of the 
second position which I have taken, will embrace all that is es- 
sential. I maintain that our Academical plan of education, is 
peculiarly well adapted to the genius, character, and govern- 
ment, of this country. 

The essential features of this system are, first, that it affords 
an opportunity for youth of both sexes, from every class in the 
community, to enjoy an elevated course of instruction, on al- 
most every elementary branch of science or literature, to which 
they may choose to attend, and for a longer or shorter period, 
as they shall wish : Secondly, it enables those youth, who aim 
at the liberal professions, or a literary life, to pursue a prescrib- 


8 


ed course of classical studies, preparatory to an admission to 
higher seminaries. 

Now I maintain, in the first place, that such a system is well 
suited to the character of the government in this country. 

In most European countries, the education of the people is 
almost entirely under the control of the government, and is used 
as an engine of tremendous power for the support of the gov- 
ernment; even in a country where the schools are so admirable 
as in Prussia. Excellent facilities for instruction are, indeed, 
provided in many of those schools. But the course of study is 
rigidly prescribed; and the youth who refuses to follow that 
course, will be sure to fail of receiving the patronage of the 
government ; and to fail of this, is to fail of every lucrative and 
honorable, I had almost said useful, situation. Now this may 
be best for men living under arbitrary, or aristocratic forms of 
government. But in this country the government presumes 
that every parent is intelligent and judicious enough to judge 
what sort of an education it is best to give his children ; and, 
therefore, it leaves the community to establish such seminaries 
as it pleases ; extending to them only its protection and occa- 
sional pecuniary aid. It never enquires where or how a man 
was educated, in order to judge whether he is eligible to a post 
of honor or profit; but only whether he is educated. The 
people know this ; and, therefore, if the government undertake 
to establish and control literary institutions, which do not suit 
them, they neglect such seminaries and set up others. Indeed, 
I know of no case in which an institution has been started and 
controlled by the government of a state, or of the United States, 
that has had any thing more than an ephemeral success. It 
may be liberally endowed, and supplied with able instructors, and 
a profusion of libraries and apparatus. But a free and intelli- 
gent people prefer to have the control of so important a busi- 
ness themselves ; and it has come to be pretty well understood, 
that if we wish to have an institution fail, let the government 
start it and attempt to support it. And it would seem as if the 
government itself had learnt this truth, and dreaded to make an- 
other attempt. I know not how else to account for it, that the 
magnificent bequest of Mr. Smithson, has been of no service for 
seven years, except to bring out occasionally an able report 


9 


from the venerable patriot of Quincy, or to furnish a fine topic 
for speeches, and to make up for the deficiency of slave labor 
and state funds in Arkansas. But had Mr. Smithson under- 
stood the character of this country better, and had committed 
his funds to the management of individuals, long ago would their 
fruits have been seen in the establishment of a flourishing and 
useful institution. The princely bequest of Girard seems des- 
tined to furnish another illustration of my subject, because put 
under the control of a city government ; and because also, the 
donor has attempted another impossibility, viz., to establish 
a literary institution in this Christian country without religion. 

Now our Academical system of instruction chimes in admira- 
bly with this freedom from governmental interference with our 
literary institutions. Indeed, it originated in the fact, that the 
people were left in this matter to do as they pleased. They 
chose to establish schools, where they could have their children 
taught what they pleased, and as much as they pleased. This 
freedom has, indeed, produced some rather curious results : for 
we find that almost every village and several religious sects, 
have established academies, chiefly for the purpose of building 
up their own towns, or denominations. And yet, such institu- 
tions usually flourish better than any others, because they have 
more to sustain them, who are willing to make almost any 
sacrifice to render them attractive ; and as to their sectarian 
efforts to attach the pupils to a particular party, they have little 
effect in a country where all matters are openly and freely dis- 
cussed ; and upon the whole, when we hear of a Baptist Acad- 
emy, or a Methodist Academy, or an Episcopal Academy, or 
a Presbyterian Academy, we may pretty safely conclude that 
they are institutions well organized and efficient, because got up 
by enterprising and persevering individuals. Were the govern- 
ment to deprive individuals, or parties, or sects, of the right to 
establish such seminaries, their own forced treadmill system 
would be a wretched substitute. 

In the second place, our academical system harmonizes well 
with the peculiar genius and character of Americans. 

That Americans have a peculiar genius and character, is 
known all over the world. By Americans, however, I do not 
mean that motley crew, of all colors, and temperaments, and 
2 


TO 


languages, and religions, which is annually disembogued upon 
our shores ; but those in whose veins there flows some of the 
pure Saxon blood, that came over in the May Flower. If you 
meet with these men in any part of the world, whether as mis- 
sionaries, or merchants in central Asia, or the islands of the 
Pacific, — as explorers amid the ice along the Antarctic conti- 
nent, as whalemen on the coast of Greenland, or at the entrance 
of Behrings Straits, or as sailors in all seas and all climes, and 
you will meet them there, and almost every where else, you 
need not hear them speak to know that they are of Saxon or- 
igin, and have once trod the soil of the United States. Even 
John Bull, who amuses himself with yankee peculiarities, knows 
very well, that he must bestir himself, or he will be outstripped 
in enterprise, in industry, in arts, and even in arms, by brother 
Jonathan. If he does sometimes seem to be a simpleton ; — if 
he has oddities, and even idiosyncrasies, they grow out of his 
condition, and command the high respect even of the very men 
who ridicule them. 

One striking feature in the character of a true American, is 
a strongly marked individuality. I mean by this, that each 
man is in a great measure the architect of his own fortune and 
character. In many countries, especially those governed des- 
potically, the great mass of men are very much alike, because 
moulded alike by external circumstances ; and they seem to 
have little more of separate will, qnd a separate character, than 
the polypi that are united in building up a tree of coral. But 
not so with the American. Almost before he leaves his moth- 
er’s arms, you will see a begun development of two things, that 
seem to be instincts. One is, a consciousness that he has got 
to depend upon his own efforts to establish himself in the world. 
Another is, a desire to economise every thing, so that there shall 
be no waste or superfluity. Very early he is apt to have his 
general course for life chosen, and then he makes every thing 
bear upon the the accomplishment of his great object. He 
knows that a good education is essential to success. But he 
feels amply qualified, at least with the advice of parents and 
friends, to select the branches to which he wishes to attend, and 
to determine the degree of attention to be given to each. If 
he is looking forward to a literary or professional life, he con- 


11 


sents to follow the course of study prescribed in the Academy, 
because he knows that he cannot otherwise enter the College : 
except that indeed, if he can so far make College rules bend, 
as to slide in with some deficiencies, he feels as if it were so 
much clear gain : although before he graduates, he usually 
changes his mind. But if he looks to any other business for 
life, he will not consent to have others tell him what course of 
study he shall adopt, and how far he shall pursue it. Hence 
our academic system exactly meets his wishes. Indeed, if it 
did not, he would not rest easy, till by union with others, he 
had established a system conformable to his views. 

In the third placg, our Academic system is well adapted to the 
wants of this country. 

The literary wants of a country, comparatively new, where 
every thing is in a state of rapid progress, and where the elec- 
tive affinities have not yet reduced to order the heterogeneous 
mass, are surely quite different from those of a people com- 
pactly settled, with habits and grades of society established, 
and surplus pecuniary means abundant. In the former, physi- 
cal wants demand the first and usually the chief attention. — 
Yet men, of Anglo-Saxon origin at least, will not be satisfied 
even in such circumstances, till some means are provided, scan- 
ty though they may be, for the education of their offspring. — 
But it is chiefly the elements of learning that are demanded ; 
and the seminaries of such a people must conform to those 
wants, only they should if possible be a little in advance of the 
state of society. Hence, in a country like ours, where every grade 
of society exists, from the well established organization of the 
Atlantic coast, to the log cabin of the back-woodsman, we 
stand in need of a corresponding grade of literary institutions 
for the great mass of the people. Our colleges and profession- 
al schools admit of being brought more nearly to an equality 
than schools of lower grade ; and yet it is no disparagement to 
our western brethren to say, that the standard of scholarship, 
even in the higher seminaries is apt to sink as we go towards 
the setting sun. The same is true of our academies ; and it 
seems to me one of the excellencies of the system, that they 
can conform to all the irregular demands of society, without 
destroying their individuality. If a fixed series of studies. 


12 


and a fixed amount were necessary to constitute an academy, 
as it is essentially to form a respectable college, or medical, 
or theological, or legal institution, it would not meet the pe- 
culiar condition of our country, and of course, would not 
be patronized. In a country where all the pursuits and grada- 
tions of society are settled as if by a law of the Medes and 
Persians, which changeth not, and where men who venture 
beyond the primary school in their literary efforts, must de- 
pend chiefly on the government to reward them ; and where 
indeed, it is extremely difficult for a man to rise higher than 
the government choose to have him, and where in fact the gov- 
ernment chooses not to have the great massif the community 
rise very high, it is practicable to have the course and amount 
of study graded as accurately as a railroad. But here the parent 
does not know what is to be the destiny of his son. For he is 
aware that the highest offices are open to talent and industry, 
even though blessed only with the education received in the 
primary school and the academy ; and therefore he wishes that 
son to get some knowledge of the various branches of science 
pursued at the College and the University. It has, indeed, 
been said with much show of truth, that 

A little learning is a dangerous thing ; 

Drink deep or taste not the Pierian spring. 

But with us, the sentiment is, and it is a just one, — get as 
thorough an acquaintance as possible with that branch of 
knowledge which lies at the foundation of your business, or 
profession ; but get also, a little knowledge, if you cannot get 
more, of as many other subjects as you can ; and should you 
be called to the Presidential, or a gubenatorial chair, or to a for- 
eign embassy, or to a place in the halls of legislation, or upon 
the bench, or into the ministry, you will find that all this little 
knowledge, instead of being a dangerous thing, will come into 
use most admirably. Now our academies, while they require a 
particular course and amount of study in some cases, can con- 
sistently, in general, allow their pupils a good deal of latitude in 
their choice, and also provide for those not aiming at a collegiate 
or professional course, that degree of theoretical and experiment- 
al instruction, which will give them a clear idea of the leading 


13 


branches of science and literature. Now these glimpses into the 
arcana of knowledge, have often been the means of calling in- 
to action the latent powers of some of the most gifted and use- 
ful men of their generation. The European may, indeed, smile 
when told that one or two men are obliged to instruct in such 
a multitude of branches. But if this mode of instruction be 
actually needed by us, if it has trained up men able to cope 
with Europeans in all that is valuable, then let us not be laugh- 
ed out of our system, and endeavor to substitute one which 
suits neither the genius, nor the wants, of our countrymen, how- 
ever well it may answer for those whose lives are to be spent in 
rounding the head of a pin, or in tending a spinning jenny. 

But though so well adapted to our free institutions, and to 
the genius and wants of our country, yet our academic system 
is liable to abuses ; and some of these have actually been car- 
ried to a ridiculous extent. It is one of the excesses that grow 
out of the free and enterprising character of our citizens, that 
when one man finds out any employment that brings him either 
honor, or money, a crowd of eager spirits rush into the same 
pursuit, and so overdo it, that it soon ceases to be profitable or 
honorable. The same experiment has been tried upon our 
academies. In former days, these institutions were not numer- 
ous, and the government bestowed some largesses, by no means 
contemptible, so that they were able to provide respectable 
means of instruction ; and they gave no mean reputation and 
pecuniary profit to the villages where they were located. As 
rival villages, however, rose up, they began to enquire why a 
similar institution might not be established among them. The 
result was, a great multiplication of these institutions, and a 
withdrawal of governmental patronage from them all, at least 
in most of the New England States. The citizens, however, 
found out that the academies, at least some of them, might nev- 
ertheless be prosperous : for neglect on the part of government 
in this country, usually stimulates individuals to greater efforts. 
Success, under such circumstances, only excited the enquiry 
among other villages, whether they ought not to have one of 
these institutions ; and although many of them were too poor 
to provide any funds, yet they soon found out that this was un- 
necessary. They had only to obtain some young man who 


14 


was the owner, though not always justly so, of a baccalaureate di- 
ploma, and some large room, — sometimes the dancing hall of a 
tavern, and then make an appeal to town pride, to furnish schol- 
ars. It was not necessary, nor wise, perhaps, to denominate 
such a school an academy. But it was a select school, and had 
nearly all the advantages of an academy. For could it be 
doubted, that so eminent a teacher as had been engaged, was 
amply qualified for unfolding the wonders of all science and 
literature ? 


“ The village all declared how much he knew : 

’Twas certain he could write and cipher too. 

Lands he could measure, terms and tides presage ; 

And e’en the story ran that he could guage. 

In arguing too, the parson owned his skill ; 

For e’en though vanquished, he could argue still. 

While words of learned length and thundering sound, 

Amazed the gazing rustics rang’d around; 

And still they gaz’d, and still the wonder grew, 

That one small head could carry all he knew.” 

But to be serious, so great has been the rage for these acade- 
mies in miniature, that even though they can be kept up only 
three months in a year, there is scarcely a town in New Eng- 
land that is not provided with one : nay, one is frequently pro- 
vided for each parish in a town. Now I will not deny that such 
schools do some good, and enlighten some minds that would 
otherwise have remained in darkness. But their excessive mul- 
tiplication must lead men, in the first place, to neglect primary 
schools ; and in the second place, to undervalue and neglect 
regular academies. What though these select schools may be 
taught by as able men as the academies. Yet it is a great mis- 
take to suppose that able instruction constitutes the whole of 
the advantages of an academy. There is the stimulus which 
every virtuous son or daughter feels by being from home : there 
is the influence of new associates and new associations : the in- 
fluence too of experiments in the physical sciences, and of li- 
braries, and specimens, and many other influences, that make 
an academy a very different thing from a common select school, 
as those parents will find out at last, who make the latterasub- 
stitute for the former : or rather their children will find it out, 
when it is too late to upply a remedy. 

I must notice another evil, which probably teachers realize 


15 


more than others ; resulting from that feeling of personal inde- 
pendence and supposed competence, which the American feels, 
to decide for himself as to the details of his studies. At the 
beginning of an Academic term, the teacher finds himself in the 
midst of perhaps a hundred pupils, of various ages, with most of 
whom he is unacquainted, and nearly all of them have got their 
course of study marked out, before consulting the teacher ; al- 
though here they need instruction more than in any thing 
else. Frequently too, each scholar has chosen four or five 
studies, some of which he has attended to in part. Nor is he 
willing to alter his plans in the least, in order to be classed with 
others ; especially does he regard it as insulting and so much 
dead loss, to go over any ground the second time. So that the 
teacher has the prospect of as many classes as he has scholars ; 
— nay, three or four times as many ; since each pupil means to 
attend to several branches ; so that he seems compelled to give 
instruction on the principles of homeopathy. Well might he 
address his school, as Paul does the Corinthians : “ How is it, 
then, brethren, when ye come together, every one of you hath a 
psalm, hath a doctrine, hath a tongue, hath an interpretation . 55 
If the teacher should add the apostles exhortation, ‘detail things 
be done to edifying, 5 ’ and proceed to bring order out of this 
chaos, he will find one and another crying out “ well, if I can- 
not study what I wish, and as I wish, — if I cannot have any 
more attention, I will go to some other Academy, where I can 
do as I please . 55 

Now this is really one of the most serious evils which the 
teacher meets in our common Academies : and it all grows out 
of an excessive development of the feelings of personal inde- 
pendence and self-reliance, for which Americans are distinguish- 
ed. Nor can the evil be cured, until Academies are so well 
endowed and established, that the teacher can say to such un- 
ruly self-conceited spirits, “go away if you please ; but we must 
and will have some system in our instruction . 55 

I might proceed to point out other abuses and perversions to 
which the academic system has been subjected. But I prefer 
to ask your attention to some suggested improvements, which 
the system demands, in order that we may realize all its advant- 
ages, and correct its abuses ; I mean improvements upon the 


16 


more usual mode of sustaining and carrying forward these sem- 
inaries. 

In the first place, these institutions should be more liberally 
patronized and endowed by the state governments, or by indi- 
viduals. 

This position is true in different degrees in respect to differ- 
ent parts of the country. For in some states, as in New York, 
Academies, and all other schools, do receive pecuniary patron- 
age. But in New England, this can hardly be said, I believe 
of any state. Certainly in Massachusetts, whose policy in re- 
gard to literary institutions most concerns us, Academies as 
well as Colleges, have, for the last twenty or thirty years, been 
left to struggle on entirely alone. Primary schools, it is true, 
have received more favor ; and this is well so far as it goes. 
Considerable sums have also been devoted to the enterprise of 
normal schools. I am not going to enter upon the question of 
the expediency or the value of such schools. But certainly they 
can be regarded only as an experiment ; and while I wmuld not 
object to the experiment being thoroughly made, it does seem a 
most suicidal policy, to lavish the resources of the state upon 
these schools, and to abandon to their fate, Academies and Col- 
leges ; whose value and importance have been established by 
the experience of centuries. It is easy to see, that where such 
institutions are not sustained by individual liberality they can 
have only a starved and doubtful existence; and cannot meet the 
demands for instruction of the nineteenth century. However 
successful normal schools and primary schools may be, this can 
not make up for a neglect of Academies and Colleges ; because 
these institutions are demanded by the wants of the communi- 
ty? quite as much to say the least, as normal and primary 
schools. For the state to nourish the latter, and cast off the 
former, is just as if a man were to employ a surgeon to tie the 
arteries leading to his lungs and brain, and endeavor to force 
all the blood into the hands and feet. He might indeed in this 
way acquire extremities of huge dimensions, but they would be- 
come gouty and rickety, if there were only starved lungs to ae- 
rate the blood ; and they would be clumsy and feeble, if the 
brain were so shrivelled that it could not impart the due nervous 
energy. So if the government persist in its throttling policy, 


17 


in respect to Colleges and Academies, it will find the brain and 
the lungs of the state, erelong shrunk and feeble, and the ex- 
tremities unwieldly and torpid. Or to drop the figure, it will 
find the higher branches of education suffering, and literary 
men lowering their standard of attainments : and this will pro- 
duce a reaction upon the elementary branches, and the general 
standard of literary attainment among us must sink. Indeed, 
under the blighting influence of such a policy, Massachusetts, 
now so proud of her fancied superiority to most other parts of the 
Union in the education of her citizens, must succumb to other 
states, especially to New York, where three dollars and a half 
are paid to her Academies annually, for every grammar scholar 
they contain, and her Colleges receive equally liberal benefac- 
tions. And we shall find ere long, that as the “ star of politi- 
cal empire westward takes its way,” so it will be with the star 
of literary empire. The only way to prevent such a result, is, 
for individuals of enlarged and liberal views, and adequate 
means, to extend that fostering care to our Colleges and Acade- 
mies, which their unnatural step-mother, the Government, 
refuses to do. But how few possessed of the pecuniary 
ability, are themselves enough acquainted with literature, 
and have liberality of mind enough, to enable them to appreci- 
ate the wants of our literary institutions ! If those connected 
with these institutions give a correct exposition of the means 
that should be possessed by such seminaries, their statements 
are regarded with extreme jealousy, as if these teachers merely 
desired to build up their own individual interests : and here too 
there comes in, with a most disasterous influence, that spirit of 
rigid economy which is so characteristic of Americans ; and by 
such influence a majority in a republican government come to 
the conclusion that they must reduce to the lowest amount every 
appropriation to literary institutions : and in this State the low- 
est amount for the last thirty years has been just nothing 
at all Really, when one contrasts such a niggardly spirit, 
with the noble benefactions of European governments and aris- 
tocratic individuals to literary institutions, it shakes his firmest 
republican principles, and he feels almost ready to come under 
an arbitrary government. At least, we cannot but regard 
it as one of the greatest evils of a popular government, that 
3 


13 


most of those chosen to administer it, have so low and inade- 
quate views of what is wanted to make a College, or an Acad- 
emy, what it should be. Nor can they be made to see, that by 
withholding their aid, and leaving these institutions to struggle on 
in poverty they are in fact cutting off the sinews of their own 
strength, and depleting their own veins. For whence do the 
sinews of a free people derive so much strength and nourish- 
ment, as from the intellect that is disciplined in their Colleges 
and Academies ? It is easy to get up a prejudice aginst men 
thus thoroughly educated, as if they were aristocratic : but 
when the people come to look around for those who are to 
maintain their highest interests, whether in church or state, they 
are very apt to select those very men, and they take an elevated 
place in society just as naturally, as the tree that grows in the 
richest soil and is most cultivated, rises above others. The peo- 
ple never complain in such a case that a man is too learned, or 
his intellect too much disciplined ; and yet when they come to 
consider whether the institutions that formed such men shall be 
endowed, they wisely conclude to starve them through fear of 
their aristocratic tendency. 

In the second place, our Academies need buildings more sub- 
stantial and convenient, and in better taste. 

It will probably be thought by many, that the size, style, and 
finish of a building, intended for an Academy, can be a matter 
of no great importance, if it be only large enough for the pur- 
pose. At least when one looks at nine out of ten of the edi- 
fices devoted to this purpose, he must suppose such was the 
opinion of their builders. For if we meet in a village with a 
large edifice, destitute of all architectural beauty and propor- 
tion, and on nearer inspection, looking as if it had been devoted 
for years to the woodpeckers, or rather to the Goths and Van- 
dals, he need hardly be told, that that is the academy. And on 
entering it, a stranger would infer that whittling and drawing 
with pencil, chalk or coal, must be among the branches taught, 
or at least practised, there. Foreigners, I believe, suppose that 
we need no teaching on these points, and that the disposition to 
whittle and deface objects, is so much of an instinct with A- 
mericans, that they are hardly to blame in the matter ; and it 
is said, that in the public buildings of London and Paris, al- 


19 


though no fears are entertained that Europeans will mutilate or 
deface any thing, yet to prevent Americans from doing it, small 
sticks are left here and there, on which they may use their pen- 
knives. And when recently I saw on Capitol Hill, at Wash- 
ington, how the pedestal of the Herculean Statue of the father 
of his country was covered over with pencil marks, I felt a de- 
sire for some such device in this country as the Europeans are 
said to employ. 

But really, if Americans do possess an unusual disposition 
for defacing and marring objects, it seems to me that it may in 
part be traced to the want of taste and neatness in our common 
school houses, and academies. Place a boy where every thing 
around him is rough and unsightly, and he will not easily re- 
strain himself from depredations to increase the ugliness. — 
But place him in a room where every thing is in good taste, and 
well finished, and he will find it hard, especially if a hint be 
given him, to commence the defacement. And if he learns in 
early life to respect public rooms and public buildings, he will 
be apt in later years to keep his knife and pencil in their prop- 
er places. Can any one, who knows what unsightly and filthy 
places most of our common school houses, and many of our 
Academies have been, think it strange, that they have so often 
been marred and even riddled ! 

But there is another reason for the exhibition of taste and 
neatness in the construction of Academies. If so built, they 
will excite pleasant associations in the minds of pupils, that 
will never be effaced. Alas, many of us can testify that the 
opposite picture has left equally indelible associations, that are 
unpleasant. We recollect the Academies and school houses 
where we were educated, as huge piles of brick and mortar, or • 
wood, devoid of proportion, or beauty, battered and torn on 
the outside, and cut and penciled and smeared over with dirt, 
on the inside ; and however delightful the .retrospect of those 
sunny days in most respects, the remembrance of those tene- 
ments, awakens little else but disgust and almost nausea. We 
cannot, indeed, at present in this country throw around our lit- 
erary edifices so many interesting associations, as can Jbe done 
in Europe ; because there, the buildings are venerable often by 
their antiquity, and the remembrance of many a distinguished 


20 


man educated there, whose departed spirit may be hovering 
around, gives a hallowed charm to the place. In 1843 for in- 
stance, the country school called Pforta , at Naumbourgh, in 
Prussia, celebrated its 300th anniversary, and eminent veterans 
of literature and science were there, to acknowledge their obli- 
gations to the place where they received the first rudiments of 
learning. I hold in my hand an able work on American In- 
fusoria, presented on that occasion by Dr. Ehrenberg, one of 
the most distinguished philosophers of Europe. But though 
we may not witness such celebrations till centuries have passed 
away, yet if our literary institutions generally were built more 
substantially, and in better taste, we might be sure to make 
those occasions more delightful for posterity, and accelerate the 
period when they may be held. Such buildings too, would in- 
spire our youth with a correct architectural taste, as well as with 
habits of order and neatness, and their influence would soon be 
felt and seen throughout the land. 

In the third place, our Academies need better elementary 
text books in science. 

I understand that our elementary works upon ancient classi- 
cal literature, are of a high order, and the same is true of some 
in English literature ; but I hesitate not to say, that many of 
those in science, are far inferior to what they ought to be. I 
maintain that no man is qualified to write an elementary book 
upon any science, unless he has spent many years, — I had al- 
most said most of his life, — in the study of that science ; and 
has become somewhat eminent in it. If, with a superficial 
knowledge of it, he undertakes to give an exposition of its prin- 
ciples, he will be sure to present a distorted view of it. He 
cannot appreciate the relative importance of the principles of 
the science, and will consequently thrust some into bold relief, 
which should be kept in the back ground, and pass over others 
of prime importance. Now it is easy to show, that a large part 
of the elementary scientific works published in this country for 
Academies, are of just such a character. A single fact proves 
it. Their authors, — sometimes men and sometimes women, — 
have written similar treatises upon half the circle of science. — 
And to do this properly, demands nothing less than a prodigy of 
genius and learning. It would be prima facie evidence against 


21 


a book, almost sufficient to justify an instructor in rejecting it, 
to learn that its author had attempted such a Herculean task. 
But were this the proper place, it would be easy to show also, 
that the works under consideration, although some of them 
have reached their fortieth edition, are full of misapprehension 
and mistatement of facts and principles, and of disproportion- 
ate views of the subject. And the only reason why no public 
exposition has been made of these errors, is, that the task of se- 
vere criticism is a most ungracious one. Probably the evil com- 
plained of, will continue, until men really qualified shall prepare 
text books, not as a money making project, which is now the 
grand stimulus, but from a sincere desire to place within the 
reach of our youth, the means of correctly understanding a fa- 
vorite science. 

In the fourth place, our Academies ought to be encouraged 
to raise the standard of classical attainment preparatory to ad- 
mission to College. 

The Colleges must, indeed, demand a higher standard of ad- 
mission before the Academies can come fairly upon the ground 
proposed. But there are many arguments to induce the Col- 
leges and Academies to unite in this enterprise : many argu- 
ments, I mean, that show the need of a more ample prepara- 
tion than is now required for admission to College. With most 
of these arguments you are doubtless familiar. But there is 
one, which from my professional pursuits, has attracted my par- 
ticular attention, and which I have not seen noticed. It is 
founded upon the fact, that with the present arrangement, only 
a single year in College is devoted to the entire circle of phys- 
ical science. This vast field, so wonderfully expanded within 
a few years past, must all be gone over, or rather raced over, in 
this short period, because the other years are necessarily given 
to classical, mathematical, metaphysical, and moral subjects. 
Nay, these also are allowed to occupy nearly one half of the 
single year devoted to physical science. Now how preposter- 
ous the expectation, that in half or two thirds of a year, the 
student can master even the merest elements of some dozen or 
fifteen sciences, embraced in the three great divisions of Nat- 
ural Philosophy, Chemistry, and Natural History ! Indeed, he 
is hurried over them so fast, that often he does not learn that he 


22 


knows nothing about them. And yet, at this day, when the 
community are ten times better acquainted with these sciences 
than they were twenty years ago, how contemptible will that 
publically educated man appear, who is ignorant even of their 
elementary principles. Under these circumstances, some would 
recommend that the study of the classics in College be abridg- 
ed, and that of the sciences expanded. But waving all other 
considerations, I should object as a naturalist to such an ar- 
rangement. For almost the entire classification and nomencla- 
ture of Natural History, are based upon Latin and Greek ; and 
he who is ignorant of these languages, can make only a tyro 
in this study. And the modicum of this knowledge of the 
dead languages, usually acquired in a College course, is barely 
sufficient for the purposes of Natural History, and cannot be 
reduced consistently with a successful prosecution of that sub- 
ject. More of the Latin and Greek, therefore, should be thrown 
into the preparatory course ; and thus room provided for that 
more extended attention to physical science which is called for 
so loudly at the present day. When, therefore, we consider 
that this is only one of many arguments for a fuller classical 
course in the Academy, we cannot but hope that the day is 
hastening on when so desirable an object shall be accomplished. 

In the fifth place, a more liberal provision should be made 
in our Academies, for the study of mathematics and the natural 
sciences. 

By the natural sciences I mean Natural Philosophy, Chemis- 
try, Natural History, and Geology. Now there is a great and 
increasing demand in the community for more facilities in the 
study of these branches. There are many, who do not wish to 
go through a collegiate course, because they are not looking 
forward to a professional life : but they wish and need elevated 
means of instruction. Some of them will become merchants, 
some manufacturers, some master mechanics, some agricultural- 
ists, some captains or mates of vessels and steamboats, some 
overseers in factories, or engineers, and clerks on railroads, or 
in steamboats. Some will be elected to seats in the Nation- 
al or State legislatures : Some will become directors and over- 
seers of Colleges and Academies, or of Railroads and Canals, 
and other great enterprises. Some will become Governors, 


23 


Lieutenant Governors, Senators, or Councillors, or take high posts 
in the army or the navy. And what can such men do without 
a competent knowledge of mathematics and the physical scien- 
ces? Some, indeed, by indomitable industry and native 
strength of character, have reached those stations, though but 
slightly acquainted with these branches. But they feel more 
deeply than any others, their deficiencies ; and lament that they 
are thus prevented from exerting that influence, or accomplish- 
ing that good, they might achieve, had their early education not 
been so defective. How very much cramped and mortified, 
for instance, must a man be, in any of the situations to which I 
have alluded, who has never studied Geometry, Trigonometry, 
Algebra, Spherics, or Mechanics. What can the man do, who 
is connected with railroads and steamboats, or manufactures, if 
ignorant of chemistry and geology ? or what scientific improve- 
ment can the farmer make, who understands not these branches ? 
Indeed, to all the classes I have mentioned, the facts and prin- 
ciples of the natural sciences will be of daily use, and the man 
ignorant of them, cannot command the highest and most lasting 
respect of his fellow citizens, to say nothing of the great pleasure 
and moral profit derived from their cultivation. In short, if I may 
be allowed to quote the well known language of Cicero, all 
these classes of men may well say of these sciences : — “ Hsec 
studia adolescentiam alunt, senectutem oblectant, secundas res 
ornant, adversis perfugium ac solatium prsebent; delectant 
domi, non impediunt foris ; pernoctant nobiscum, peregrinantur, 
rusticantur.” 

Now I need not spend time in showing, that with perhaps a 
few exceptions, our Academies do not possess the means of 
giving this elevated course of scientific instruction. The reci- 
tation of limited and imperfect text books, with now and then 
an experiment clumsily performed, and the exhibition of a bat- 
tered, poorly characterised specimen, will by no means answer 
the purpose. And not much more than this can be done in 
most of our Academies for want of means. They do not pos- 
sess, and cannot obtain, the requisite apparatus, nor afford to 
their instructors the time necessary to classify specimens and 
prepare experiments that shall be elegant, satisfactory, and full. 
But why should not the men destined to occupy the important 


24 


posts which I have mentioned, have the opportunity of witness- 
ing experiments and illustrations of physical science, as com- 
plete and numerous, as the courses given in our Colleges and 
Universities ? This would not convert, as some might imagine, 
an Academy into a College ; but it would be only carrying out 
that fundamental principle of an Academy, which requires it to 
adapt its instructions to the wants of the community. Such 
a course would probably reduce the number of these institutions: 
because it would be only a few of them that are well enough 
endowed to give such an elevated and thorough course of in- 
struction. But would such a reduction be an evil? certainly if 
we include select schools under the term Academies : especial- 
ly when we know that it would increase the respectability and 
usefulness of those that survived. Is not this elevation of their 
character the very thing that is needed by our Academies ? 

I have in the sixth place, only one other improvement to 
suggest, in relation to the management of our Academies. Yet 
this is more important than all the others ; but I fear it has re- 
ceived less attention than any other, and that it will be more 
apt to be neglected in time to come ; just because it relates to 
the spiritual interests of the pupils : and experience shows how 
prone we all are to place that last on this subject, which should 
be first. It does appear to me, that efforts as systematic and 
thorough should be made in our Academies, and indeed in all 
literary institutions, for promoting the spiritual welfare of the 
pupils, as for their progress in secular knowledge. I do not 
mean merely that they should be made intellectually acquainted 
with religious truth, for this is already done to a greater or less 
extent ; but direct efforts should be made to make those truths 
result in their conversion and sanctification. In a word, the 
personal piety of the youth, should be made an object of efforts 
as systematic and thorough as their literary acquisitions. Now 
I believe I hazard little in saying, that such efforts rarely form 
a prominent part of the present mode of conducting our literary 
institutions. Every instructor feels it to be his duty to recom- 
mend personal piety : But this is usually done by occasional 
and irregular efforts ; and hence it is too often and sadly neglect- 
ed. But suppose it were attended to as systematically and 
thoroughly as the government and literary instruction : would 


25 


there not be reason to expect that God would crown those ef- 
forts with as much success as he does those for imparting litera- 
ry and scientific knowledge. I believe that the connection of 
means and ends is as certain and invariable in the one case 
as the other. But in general, the impression has been, that 
the chief object of a literary institution is to impart secular 
knowledge, and that religion might be put in a subordinate 
place. And is it to be wondered at, that God so rarely blesses 
religious instruction, when it occupies only the second place, — 
a place, which, by a decree of heaven, religion never can occupy ? 
The command is, seek first the kingdom of God and his right- 
eousness and all other things shall be added. If this law of 
heaven is inverted, need we wonder that so comparatively few 
students in our literary institutions receive those deep religious 
impressions which result in salvation. 

There is one circumstance that tends to make even religious 
men, who found and conduct literary institutions, hesitate in 
their direct personal and systematic efforts to lead the youth 
connected with those seminaries, to consecrate themselves to 
the service of God. In a country like ours, most of these 
schools must depend for their support upon the favor of the 
public, and they are more or less rivals to one another. Now 
there are some, in all communities, and even some respectable 
and professedly Christian men, who feel as if very few direct 
efforts should be made to influence the religious belief of young 
persons. All such efforts, they view as sectarian and bigoted, 
and maintain that youth should be left free, as they grow up, to 
adopt, without prejudice, those religious views which seem to 
them most reasonable ; and that it is unfair for a religious instruct- 
or to endeavor to enforce upon his pupils his own creed, it may 
be in opposition to the wishes of parents. This would indeed be 
sound reasoning, were it not true, that youth have by nature so 
strong a bias against religion, that all the efforts of instructors, 
and even of parents, cannot produce a prejudice as powerful in 
favor of it ; and after all is done, which devoted piety can do, 
the young heart will still remain so firmly braced against real 
religion, that there is need of a divine influence to overcome it. 
But some view all personal efforts to influence youth on this sub- 
ject as an unwarrantable interference with the right of private 
4 


26 


judgment ; and hence they will withdraw their patronage from the 
literary institution where this is done. To prevent this, the con- 
ductors of our seminaries are apt to low T er their standard in this 
matter, and to persuade themselves that they may be excused 
from making religion as prominent as literature in their instruc- 
tion, But in doing this, they forget that no Christian ought to 
expect God r s blessing, if he does not let religion take the first 
place in all his enterprises. They forget, how easy it is for God 
to turn all their wise plans into foolishness. They forget, that 
'promotion cometh neither from the east nor from the west , nor 
from the south. But God is the judge : He jputteth down one and 
setteth up another. Hence the true policy of every literary in- 
stitution is, to secure the favor of God, by honoring Him, and 
it may be sure of all the prosperity that will be best for it. And 
confident am I, that those seminaries will be most prosperous, 
that are most decided and consistent in their efforts to promote 
the spiritual welfare of their pupils. Let the trustees and in- 
structors boldly declare their desire and intention to make vig- 
orous efforts for the conversion and salvation of their pupils. 
True, here and there, in such a case, an irreligious man will 
refuse to patronise such an institution.. But the great majority, 
even of men not themselves pious, are desirous that in this re- 
spect their children should not follow their example : nor will 
they be unwilling to have them come under a decided religious 
influence. We are yet, at least in profession, a Christian peo- 
ple ; and, therefore, should we base all our enterprises upon 
religion. The few among us who are decidedly hostile to relig- 
ion, can, if they please, attempt to found literary institutions 
where religion is excluded : But the signal failure of every 
such effort affords no doubtful intimation of the early result of 
all others of a similar character. 

From all these considerations, then, we come to the conclu- 
sion, most decidedly, that in this Christian land, every literary 
institution is sacredly bound to give religious instruction a dis- 
tinct, nay, the first place, in its arrangements : and that not only 
should it be acknowledged by instructors that the personal pi- 
ety of their pupils is more important than every thing else, but it 
should be manifest in all their plans and arrangements that they 
really feel it to be so. Every Christian instructor will acknowl- 


27 


edge that such a course would tend rather to elevate than to 
sink the standard of literary effort ; because this is the order 
God has appointed : and experience shows, that when other 
things are equal, that man will be most successful in his intellect- 
ual efforts, whose religious affections are in the best state. On 
this point, then, it appears to me, that there is a great defect in 
most of our literary institutions. For in most of them the per- 
sonal religious instruction of the pupils is left chiefly unprovided 
for ; and in fact, only the shreds and patches of time are devo- 
ted to it ; and it is attended to rather spasmodically than sys- 
tematically. Oh that a reformation might be effected on this 
most important point ! Then should we find our children issuing 
from the literary seminary, not only better scholars, but, in a 
majority of cases, decided Christians. 

Ladies and Gentlemen, I present "these suggested improve- 
ments in our system of Academical instruction, under most fa- 
vorable circumstances. For in the institution at whose invita- 
tion we have assembled, we find them all, or nearly all, adopt- 
ed, and already tested by successful experiment. We do not, 
indeed, see here the fruit of governmental patronage. Had its 
founders waited for this, I fear that the materials which now 
constitute these noble edifices, would have still remained un- 
wrought in the mountains. But under a private patronage, 
truly princely, and far greater in amount than has been given 
by the government of Massachusetts to all her Academies and 
three Colleges for the last thirty years, have edifices risen in 
this beautiful valley, as if by magic, that will form a model for 
similar institutions through the land, and be remembered with 
pleasure by the numerous youth who will here lay the founda- 
tion of an education, that will qualify them for extensive useful- 
ness. And those edifices have been provided with Chemical and 
Philosophical Apparatus so ample, and with specimens in Nat- 
ural History so numerous and well characterized, as to leave 
little more in these departments to be desired. Here too, we 
find the standard of preparation for College as thorough as pos- 
sible, until the Colleges themselves shall take higher ground. 
Nor do we find any connivance here, with those contraband ef- 
forts, by which very many young men are annually foisted into 
our Colleges, half fitted, only to become annoyances to their 


28 


teachers, and to be themselves continually mortified, because 
they cannot take that standing to which their natural abilities 
entitle them. I am not indeed, familiar with the details of re- 
ligious instruction in this Seminary, since these are labors which 
true piety does not proclaim upon the house top. But if it take 
that prominence, which I know the founder and teachers de- 
sire, in this respect too, will this Institution assume that preem- 
inence which is accorded to its literary character. 

In view of these facts, then, with great pleasure and strong 
hope, may we dedicate to-day, to the service of learning and 
religion, the new and noble Edifice which has just been added 
to this Institution. Nor is it without reason, or precedent, that 
this edifice is consecrated to these high purposes by public so- 
lemnities. For if men gather together to celebrate the launch- 
ing of a ship, the opening of a railroad, the first trip of a steam 
boat, or even the completion of a private mansion, how much 
more proper, publicly to notice the opening of a costly edifice, 
devoted to purposes far more noble and important to the inter- 
ests of the world, than the objects just named : — I mean the 
cause of learning and religion. Such dedications may not, in- 
deed, be very common in this country ; and our republican 
simplicity may lead us to undervalue them. But not so in Eu- 
rope. I hold in my hand a Latin Oration, pronounced on such 
an occasion by Dr. Schweigger at Halle in Germany, agreeably, 
as he says, to a custom handed down from ancestors. A dis- 
tinguished Academy had long existed in that city ; and now 
that an important addition had been made to its buildings, it 
was judged that a Latin Oration should be pronounced ; and no 
less than four degrees of Doctor in Philosophy, and Master of 
Arts were conferred upon the teachers, and other men of dis- 
tinction. A leading object of the oration is to show, that the 
grand aim of establishing, not only the Academy at Halle, but 
most of the learned Academies and Societies of Europe, was to 
extend a knowledge of the Christian religion in connection with 
science to heathen nations. In view of this interesting fact, 
well does Dr. Schweigger remark, that the “ dedication of the 
edifices of the Halle Academy, does not imply that the arts and 
sciences are to be shut up within the narrow limits of a school, 
or a kingdom ; but rather, that from them much fruit should be 


29 


imparted to the whole human family.” This is, indeed, or 
should be, the grand object of every literary institution ; and I 
trust I may apply it with peculiar emphasis to the Seminary in 
this place. Let not the inhabitants of this favored valley im- 
agine, because it is located among them, and they can most fully 
enjoy its advantages, that it was intended exclusively for them. 

Nor let the population of this State, or of the United States, 
fancy that it belongs alone to them. I know that its founder 
and its trustees and teachers have consecrated it to the service 
of the human family. They mean it shall perform its full part 
in the grand work of enlightening and saving the world. Hence- 
forth then, let no man, or body of men regard these edifices as 
belonging to them ; but rather as sacredly devoted to the ser- 
vice of mankind. Justly, indeed, might we do honor to the 
munificence which has been so liberally lavished upon this great 
object. And yet, had I the power, I should feel that to confer 
a degree of Doctor in Philosophy, would be a most meagre re- 
ward, either to the founder or the teachers. I^would rather re- q * ^ 
peat the words, written in Y \1 l *ri w ' l " ITCI 1 over the grave of J 

Sir Christopher Wren, the architect of that splendid edifice : — 

“Si monumentum egfiflgBS, circumspice.” Nay, I would take a 


view still more congenial to the Christian heart. I would ascend 
the mount of prophecy, and catching the light which emanates 
from these foundations, I would watch its progress, as it 
struggles with the darkness of sin and ignorance ; and I should 
see it widening and brightening down the track of the world’s 
history, until, mingling with a thousand other lights, which 
learning and benevolence shall have kindled, the noon-day glo- 
ries of a millenium of science and religion would encircle the 
whole earth. 




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